Inconstientul -Lucian Blaga

download Inconstientul -Lucian Blaga

of 123

  • date post

    28-Dec-2015
  • Category

    Documents

  • view

    37
  • download

    0

Embed Size (px)

description

l blaga

Transcript of Inconstientul -Lucian Blaga

  • AGORA REVIST TRIMESTRIAL

    ASISTEN SOCIAL PSIHOPEDAGOGIE

    Revist editat de Facultatea de tiine ale Educaiei i Asisten Social, sub egida Universitii Aurel Vlaicu Arad.

    Colegiul de redacie: Acad. prof. univ. dr. Grozdanka Gojkov Universitatea din Belgrad, coala nalt de la Vre, membru al Academiei Srbe de tiine ale Educaiei Acad. prof. univ. dr. Lizica Mihu membru al Academiei Srbe de tiine ale Educaiei Acad. prof. univ. dr. Viorel Soran Universitatea Babe-Bolyai Cluj-Napoca membru al Academiei Romne Prof. univ. dr. Catherine Sellenet Universitatea din Nantes Prof univ. dr. Anton Ilica Universitatea Aurel Vlaicu, Arad Prof. univ. dr. Dorel Ungurean Universitatea de Vest, Timioara

    Reprezentare grafic: Coperta: Tudor Moldovan (NFX Arad)

    Colectivul redacional: Redactor ef: Lect. univ dr. Olga D. Moldovan Redactor adjunct: Lect. univ. dr. Dan Aurel Banciu Secretar de redacie: Prep. univ. drd. Gabriela Kelemen

    Adresa redaciei: Str. Elena Drgoi, nr. 2, Arad Tel.: (0257) 219 555 e-mail: agora.arad@gmail.com Fax: (0257) 219 555

    ISSN: 1842 6840

  • CUPRINS:

    INFLUENA CONCEPTELOR TIINIFICE ASUPRA GNDIRII DIDACTICE

    5

    FILOSOFIA INCONTIENTULUI LA LUCIAN BLAGA 20

    INOVAII N MANUALELE ALTERNATIVE DE CULTURA MUZICAL PENTRU CLASELE A I-A I A II-A N LIMBA ROMN

    26

    MANAGEMENTUL CLASEI, ROLURILE PROFESORULUI DE ENGLEZ

    30

    ALTERNATIVELE EDUCAIONALE I APLICAREA LOR N DIDACTICA LIMBII ROMNE I A LECTURII

    33

    STRESUL PROFESIONAL 35

    UN SCENARIU PSIHO-SOCIOLOGIC AL DEVOLUIEI 42

    METODELE DE PLANIFICARE FAMILIAL CLASIFICRI I COUNSELING SPECIAL

    51

    COPIII SUPRADOTAI CU DIFICULTI DE NVARE 57

    COMPETENELE I ROLUL ASISTENTULUI SOCIAL 63

    FERDINAND RAIMUND PE SCENA TEATRULUI ORNESC DIN VRE

    67

    EDUCAIA INCLUZIV NECESITATE A SOCIETII ACTUALE 75

    EDUCAIA RELIGIOAS OBIECTIV REALIZABIL N GRDINI 78

    CONFIGURAIA COLECTIVULUI DE PRECOLARI 83

    DIN PERSPECTIVA RELAIILOR INTERPERSONALE

    ASPECTE PRIVIND FENOMENUL DE MBTRNIRE A 89

    POPULAIEI DIN ARA NOASTR

    TIPOLOGII ALE MOBILITII 97

    DELINCVENTA JUVENILA O PROBLEM SOCIAL COMPLEX I ACTUAL

    105

    DETENIA PENITENCIAR 115

  • CONTENT: THE INFLUENCE OF SCIENTIFIC CONCEPTS ON DIDACTIC CONCEPTIONS 5

    INCONSCIENCE PHILOSOPHY OF LUCIAN BLAGA 20 INNOVATIONS IN ALTERNATIVE TEXTBOOKS MUSICAL CULTURE FOR THE I-st AND II-nd PRIMARY SCHOOL GRADE IN ROMANIAN LANGUAGE 26 CLASS MANAGEMENT. ON THE ROLES OF THE TEACHER OF ENGLISH 30

    EDUCATIONAL ALTERNATIVE, LECTURE PRACTICE APLICATION 33

    PROFESIONAL WORKING STRES 35

    AN PSYCHO-SOCIOLOGYCAL SCRIPT ABOUT DEVOLUTION 42 FAMILY PLANNING METHODS CLASSIFICATIONS AND SPECIAL COUNSELING 51 GIFTED CHILDREN WITH LEARNING DISABILITIES 57

    COMPETENCES AND ROLE OF SOCIAL WORKER 63

    FERDINAND RAIMUND AT THE STAGE OF THE THEATRE OF THE TOWN OF VRSAC 67 INCLUSIVE EDUCATION A NECESSITY OF CONTEMPORAN SOCIETY 75

    THE RELIGIOUS EDUCATION A POSSIBLE OBJECTIVE IN THE KINDERGARTEN 78

    INTERPERSONAL RELATIONSHIP IN PRESCHOOL COLECTIVE 83

    CONCERNING REGARDINGS ABOUT THE OLDERNESS PROCESSUS OF POPULATION FROM OUR COUNTRY 89

    FACES OF MOBILITY 97 JUVENILE DELINQUENCY A COMPLEX AND ACTUAL SOCIAL PROBLEM 105 PENITENCIARY DETENTION 115

  • STUDII I ARTICOLE STUDII I ARTICOLE STUDII I ARTICOLE

    5

    THE INFLUENCE OF SCIENTIFIC CONCEPTS ON DIDACTIC CONCEPTIONS1

    INFLUENA CONCEPTELOR TIINIFICE ASUPRA GNDIRII DIDACTICE

    Prof.univ. dr. Grozdanka GOJKOV VRSAC2 Member of Serbian Academy of Education

    Abstract: The paper is a brief outline of the relation between scientific concepts and didactic conceptions. The intention is to point to the close connection between scientific-theoretical discussions and didactic conceptions, i.e. to attempt to point to the efforts of didactics to find their place in contemporary scientific discourse. Therefore, the issues of teaching are viewed from the angle of different scientific concepts, offering related didactic conceptions, orientations and didactic models, in order to more clearly perceive their outcome and essence. Key words: scientific concepts, didactic conceptions.

    Didactics of today, as well as pedagogy have more and more often raised a question of variability of scientific concepts, leading to, according to numerous authors impressions, to one-sidedness with many consequences.3 In order to make the issue of influence of various scientific concepts (methodological paradigms) on didactical conceptions, orientations and models more clear, first of all an attempt will be made to have a closer look on the comprehension of science itself (metatheoretical approach) and afterwards to consider the meaning the contemporary metatheoretical discussions have for didactics. Naive realism, as the first relation of the one who comprehends towards the world, encompasses the impressions as they appear, with the assumption that these experiences can be generalized. Contradictory experiences could not emphasize the attitude that the ways of looking vary and that the products of learning can be different, even with the same position of the object. The biases have therefore interpreted the so called reality with one-meaning range. However, as the time went by, an acquisition-critical question appeared Isnt it the case that all that seems to us is only an illusion, bringing in the first plan scientific interests of acquisition certainty and introducing a new comprehension of science: not a system of phenomena arranging and explaining any longer, but reflexive connection with the conditions of our learning. Subjective criterion of gaining knowledge becomes a favourite measure for scientific grounds. The direction of these movements goes even further to suggest that the intersubjective verification is gained in each field of measurability, and this, according to the opinion of many,4 is not in favour of science, having in mind that the verification should be excluded

    1The paper is a part of a project under the title: Globalization and meta-theoretical conceptions of pedagogical methodology, approved by the Ministry for Science and Environmental Protection, under the name 149049. 2 ggojkov@hemo.net

    3Geisler,E,Allgemeine Didaktik, Ernst Kllet, Sttutgart, 1996 4Ibidem

  • STUDII I ARTICOLE STUDII I ARTICOLE STUDII I ARTICOLE

    6

    from the field of science and given to the logic of decision making (by the rule through the decisions made by the majority). Another consequence goes even further, arising from relativism absolutism (acquisition-critical aspect of the theory of knowledge according to which we cannot know whether our universalities match something objective). However, there is an impression that nowadays critical distancing from this scientific conception has emerged, pointing to its negative consequences. Apart from this, the disadvantages of empirical approach have also not been forgotten, pointing to the following: the procedure of empirical comparison of data leads to continuous separation and isolated fields of the parts which, as a consequence of methodological abstraction, stand side by side unrelated. It is considered that this approach does not suit natural relations, form, structure, completeness, scientific sphere of life especially, which is completely in the sing of interdependence and integration, difficult to encompass while in the state of unrelated singularities. Consequently, an attitude showing favour to quantity rather than quality, analysing details within a whole, relying on empirical measurability instead of the aspect of meaning, i.e. sense, has been treated as one-sided.5 Contemporary scientific-theoretical discussion has still not overcome the description of this problem situation. However, one-sidedness lying in reduced science has been noticed here and there, but it has not yet been methodologically resolved, apart from general appeals for interdisciplinarity and integration which, to be honest, articulate an important demand, but do not offer usable instruments. For general didactics it means that it is necessary for it to first of all find its logical place within these various concepts of science and to discuss the consequences.6 Didactics positioned in the first comprehension of science was so called teaching science introducing subjective experiences in a grounded system, deducing further instructions for teaching. Contemporary views on such idea of teaching mark it as pre-scientific, although many didactics do not agree with such opinions, stating that experiences, lying in the base of such teaching, are introduced in the systems which clarify didactic phenomena. Systematized subjective experiences were significant for generalizations even without the criterion of empirical groundedness. Recent opinions on teaching have gone in a new direction. Personal experiences are irrelevant for scientific groundedness of didactical actions. According to this, evaluations have been excluded from scientific discourse. Didactical comment on this is a statement we often come across in literature The aims of learning cannot be deduced from or expressed by scientific methods7 Therefore there is in the case of many didactics negation of normative relation of didactical decisions (resulting in the situation in which the issues of the aims of learning have been either avoided or blurred by surplus of empirical data or organizational problems). At the same time, there is a tendency to move methodological questions into metatheoretical spheres (favourite in the recent period), while theories have been listed and compared, but rarely verified. We often come across a